Global 6-Teacher Book.pdf

Global English CAMBRIDGE With everything you need to plan and run your lessons, this teacher’s resource helps you get the most out of the series You’ll find starter activities and additional lesson id[.]

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Global English CAMBRIDGE

With everything you need to plan and run your lessons, this teacher’s resource

helps you get the most out of the series You’ll find starter activities and additional

lesson ideas not included in the student’s books, as well as answers for all activities

There are clearly identified assessment and differentiation ideas to help you meet

all your learners’ needs Includes access to photocopiable games and activities for

additional differentiation and further language development in the accompanying

digital resource Every unit includes a test to help you understand where your

learners are on their journey

• The ‘Teaching skills focus’ helps you develop your own teaching style and bring

active learning, assessment for learning and differentiation into your classroom

• ‘Common misconceptions’ highlight areas that learners frequently find

challenging and show you how to overcome them

• The ‘Learning plan’ shows you how your lessons link to the Cambridge English

as a Second Language Primary curriculum framework

• Downloadable progress and unit tests, with answers, provide ready-made

assessment opportunities

Access audio files in the digital learner’s book, teacher’s resource or

Digital Classroom You’ll find videos in Digital Classroom.

Registered Cambridge International Schools benefit from high-quality programmes,

assessments and a wide range of support so that teachers can effectively deliver

To find out more visit cambridge.org/cambridge-international

This resource is endorsed by

Cambridge Assessment International Education

✓ Provides teacher support as part of a set

of resources for the Cambridge Primary

English as a Second Language curriculum

framework (0057) from 2020

✓ Has passed Cambridge International’s

rigorous quality-assurance process

✓ Developed by subject experts

✓ For Cambridge schools worldwide

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education, learning and research at the highest international levels of excellence.

www.cambridge.org

Information on this title: www.cambridge.org/978-1-107-15341-3

This publication is in copyright Subject to statutory exception

and to the provisions of relevant collective licensing agreements,

no reproduction of any part may take place without the written

permission of Cambridge University Press.

First published 1993

Second edition 2005

Third edition 2016

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Printed in ‘country’ by ‘printer’

A catalogue record for this publication is available from the British Library

ISBN 978-1-107-12345-6 Hardback

ISBN 978-1-107-15341-3 Paperback

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Cambridge University Press does not guarantee the accuracy of such information

thereafter.

NOTICE TO TEACHERS

It is illegal to reproduce any part of this work in material form (including

photocopying and electronic storage) except under the following circumstances:

(i) where you are abiding by a licence granted to your school or institution by the

Copyright Licensing Agency;

(ii) where no such licence exists, or where you wish to exceed the terms of a licence,

and you have gained the written permission of Cambridge University Press;

(iii) where you are allowed to reproduce without permission under the provisions

of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for

example, the reproduction of short passages within certain types of educational

anthology and reproduction for the purposes of setting examination questions.

NOTICE TO TEACHERS

The photocopy masters in this publication may be photocopied or distributed

[electronically] free of charge for classroom use within the school or institution that

purchased the publication Worksheets and copies of them remain in the copyright

of Cambridge University Press, and such copies may not be distributed or used in

any way outside the purchasing institution.

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Contents

Introduction 5

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Digital resources

The following items are available on Cambridge GO For more information on how

to access and use your digital resource, please see inside front cover

Active learning

Assessment for Learning

Developing learner language skills

Differentiation

Improving learning through questioning

Language awareness

Metacognition

Skills for Life

Letter for parents

Lesson plan template

Curriculum framework correlation

Scheme of work

Audio files and audioscripts

Progress tests 1–3 and answers

Progress report

Learner’s Book answers

Workbook answers

Wordlist

You can download the following resources for each unit:

Differentiated worksheets and answers

Photocopiables

Sample answers

End-of-unit tests and answers

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Introduction

Welcome to the new edition of our Cambridge Global English series

Since its launch, the series has been used by teachers and learners in over 100 countries for teaching

the Cambridge International English as a Second Language curriculum framework

This exciting new edition has been designed by talking to Global English teachers all over the world

We have worked hard to understand your needs and challenges, and then carefully designed and

tested the best ways of meeting them

As a result of this research, we’ve made some important changes to the series, whilst retaining the

international and cross-curricular elements which you told us you valued This Teacher’s Resource

has been carefully redesigned to make it easier for you to plan and teach the course It is available in

print for all Stages

The series still has extensive digital and online support, including Digital Classroom which lets

you share books with your class and play videos and audio This Teacher’s Resource also offers

additional materials, including tests, available to download from Cambridge GO (For more

information on how to access and use your digital resource, please see inside front cover.)

The series uses successful teaching approaches like active learning and metacognition

and takes a 21st-Century Skills approach, with a focus on developing critical thinking skills

This Teacher’s Resource gives you full guidance on how to integrate them into your classroom

Formative assessment opportunities help you to get to know your learners better, with clear learning

intentions and success criteria as well as an array of assessment techniques, including advice on self

and peer assessment This Teacher’s Resource also includes sample student responses to writing tasks,

together with expert comments to help you and your learners understand what ‘good’ looks like

Clear, consistent differentiation ensures that all learners are able to progress in the course with tiered

activities, differentiated worksheets, open-ended project tasks and advice about supporting learners’

different needs

All our resources are written for teachers and learners who use English as a second or additional

language In this edition of Global English we focus on four aspects of language:

• there is more grammar presentation and practice in the Workbook and on the Digital Classroom

• we have introduced scaffolded writing lessons with models of a range of text types

• we have retained the literature lessons

• and we have worked to ease the transition between stages, especially between primary and

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About the authors

Jane Boylan

Jane Boylan is a freelance author, consultant, and creator of ESL materials for print and digital

resources She has worked for a range of publishers and educational organisations, creating and developing language learning materials for young learners and teachers of English She has taken a leading role in educational resource projects for specific cultural contexts in East Asia, the United Arab Emirates, Pakistan, West Africa and Kazakhstan, consulting on content development and classroom application Formerly, Jane worked on British Council teacher development projects primarily in East Asia, managing, writing and delivering a diverse range of training courses to state sector primary and secondary teachers of English Earlier in her career, she worked as an English language teacher in Spain, Portugal, Thailand and Vietnam.

Claire Medwell

Passionate about quality English teaching, Claire Medwell is a teacher, teacher trainer and

independent materials writer She has 26 years of experience in ELT and ESL specializing in infant and primary learners.

Her publications include Cambridge Global English Stages 4–6 and the New Fun Skills 1 and 2.

Nicola Mabbott

Nicola Mabbott is a linguist who began her teaching career in Nottingham, England in 1998,

teaching English as a Foreign Language to young adults Since then, she has taught learners of all abilities and ages (from kindergarten age to retired adults) in Italy She also regularly works as a Tutor in English for Academic Purposes

Nicola has been writing for a variety publishers in the UK and Italy – mostly resources for teachers

of EFL to young learners and adolescents - for over 10 years These resources include games, quizzes, communicative activities, worksheets, self study resources, short stories and reading and listening activities for school course books

Nicola has a passion for language and languages and also works as a translator.

Kathryn Harper

Kathryn Harper is a freelance writer, publisher and consultant Early on in her career, she worked

as an English Language teacher in France and Canada As an international publisher at Macmillan and Oxford University Press, she published teaching materials for Europe, the Middle East, Africa, Pakistan and Latin America Her freelance work includes publishing reading schemes, writing electronic materials, language courses and stories for markets around the world Her primary French

whiteboard course for Nelson Thornes, Rigolo, won the 2008 BETT award She also volunteers as an

English teacher for child refugees and a mentor for young African writers.

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Helen Tiliouine

Helen Tiliouine is an experienced teacher and writer of test materials She is currently Chair for

Cambridge English Young Learners Reading and Writing exams at Cambridge Assessment She has been Chair for Cambridge Secondary Checkpoint tests and a writer for Cambridge Primary Checkpoint tests.

Alison Sharpe

Alison Sharpe is a freelance teacher, writer and publisher She started her career teaching English

in Japan, Taiwan and the UK She then worked for many years at Cambridge University Press and Oxford University Press publishing learning, teaching, exams and assessment materials for teachers and students all around the world As a freelancer, she has been involved in a wide range of projects, including developing online teacher training materials, the assessment of children’s writing and editing language learning materials for young learners and adults She is also currently a part time tutor of academic literacy at Oxford University’s Department of Continuing Education

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How to use this series

The Learner’s Book is designed for learners to use

in class with guidance from the teacher It offersfull coverage of the curriculum framework Thecross-curricular content supports success across thecurriculum, with an international outlook There is afocus on critical thinking, reading and writing skillswith a literature section in every unit and a scaffoldedapproach the development of written skills, with modeltexts End-of-unit projects provide opportunities forformative assessment and differentiation so that youcan support each individual learners’ needs

Digital Access with all the material from the book in

digital form, is available via Cambridge GO

The write-in Workbook offers opportunities to help learners consolidate what they have learned in the Learner’s Book and is ideal for use

in class or as homework It provides grammar presentations and plenty of differentiated grammar practice at three tiers so that learners have choice and can support or extend their learning, as required Activities based on Cambridge Learner Corpus data give unique insight into common errors made by learners

Digital Access with all the material from

the book in digital form, is available via Cambridge GO

Global English

for Cambridge Primary English as a Second Language Learner’s Book 6 Jane Boylan & Claire Medwell

Cambridge Global English

Second edition

Global English

Learner’s Book 6 Jane Boylan & Claire Medwell

CAMBRIDGE

Cambridge Primary.

Visit www.cambridgeinternational.org/primary to find out more.

With international cross-curricular topics, from art and architecture to gadgets

and inventions, the series helps your class develop the skills to study across the

curriculum in English Packed with literature and games, the course helps your

learners become confident communicators Step-by-step writing activities with

models support them to develop their writing, while tip boxes help with language

and skills Each unit ends with a ‘Project Challenge’ where learners work together

on cross-curricular projects like a quiz or infographic, developing collaboration

and critical thinking skills Answers to learner’s activities can be found in the

teacher’s resource.

• The ‘Getting started’ feature at the start of each session gets your learners

thinking and talking about what they already know

• Vocabulary boxes highlight important topic-specific words

• ‘Language detective’ provides clear, learner-friendly explanations of key

grammar rules

• ‘Look what I can do’ and ‘Check your progress’ sections in each unit help your

learners reflect on what they have learnt

Access audio files in the digital learner’s book, teacher’s resource or

Digital Classroom You’ll find videos in Digital Classroom.

and encourage Cambridge Learners worldwide.

✓ Provides support as part of a set of

resources for the Cambridge Primary

✓ Has passed Cambridge International’s rigorous quality-assurance process

With everything you need to plan and run your lessons, this teacher’s resource helps you get the most out of the series You’ll find starter activities and additional lesson ideas not included in the student’s books, as well as answers for all activities

There are clearly identified assessment and differentiation ideas to help you meet all your learners’ needs Includes access to photocopiable games and activities for digital resource Every unit includes a test to help you understand where your learners are on their journey.

• The ‘Teaching skills focus’ helps you develop your own teaching style and bring active learning, assessment for learning and differentiation into your classroom

• ‘Common misconceptions’ highlight areas that learners frequently find challenging and show you how to overcome them

• The ‘Learning plan’ shows you how your lessons link to the Cambridge English

as a Second Language Primary curriculum framework

• Downloadable progress and unit tests, with answers, provide ready-made assessment opportunities

Access audio files in the digital learner’s book, teacher’s resource or Digital Classroom You’ll find videos in Digital Classroom.

Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary.

This resource is endorsed by Cambridge Assessment International Education

✓ Provides teacher support as part of a set

of resources for the Cambridge Primary English as a Second Language curriculum framework (0057) from 2020

✓ Has passed Cambridge International’s rigorous quality-assurance process

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The Digital Classroom is for teachers to use at the front

of the class It includes digital versions of the Learner’s Book and Workbook, complete with pop-up answers, helping you give instructions easily and check answers

Zoom in, highlight and annotate text, and support better learning with videos, grammar slideshows and interactive activities

In the print Teacher’s Resource you’ll fi nd everything you need to deliver the course, including teaching ideas, answers and differentiation and formative assessment support Each Teacher’s Resource includes:

• a print book with detailed teaching notes for each topic

• a digital edition with all the material from the book plus editable unit and progress tests, differentiated worksheets and communicative games

A letter to parents, explaining the course, is available to download from Cambridge GO (as part of this Teacher's Resource)

Global English

Workbook 6

Jane Boylan & Claire Medwell

CAMBRIDGE

Cambridge Primary.

Jane Boylan & Claire Medwell

With varied activities – including quizzes and word searches – these workbooks

help your learners practise and consolidate what they have learnt The activities

also support the reading, writing and Use of English strands of the Cambridge

English as a Second Language Primary curriculum framework This new edition

provides more grammar practice with a short grammar presentation, followed by

activities differentiated into three tiers: Focus, Practice and Challenge Ideal for use

in the classroom or for homework.

• Process writing pages consolidate your learners’ knowledge of text types

including literature

• Three-tiered grammar exercises offer practice opportunities to suit the needs

of every learner

• Varied activity types keep learners interested

• Write-in for ease of use

• Answers for all activities can be found in the accompanying teacher’s resource

For more information on how to access and use your digital resource,

please see inside front cover.

and encourage Cambridge Learners worldwide.

✓ Provides learner support as part of a set of resources for the Cambridge Primary

✓ Has passed Cambridge International’s

rigorous quality-assurance process

Digital Classroom 6

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How to use this

Teacher’s Resource

This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver

the content in our Cambridge Global English resources Some of the material is provided as

downloadable files, available on Cambridge GO (For more information about how to access and

use your digital resource, please see inside front cover.) See the Contents page for details of all the

material available to you, both in this book and through Cambridge GO

Teaching notes

This book provides teaching notes for each unit of the Learner’s Book and Workbook

Each set of teaching notes contains the following features to help you deliver the unit

The Unit plan summarises the lessons covered in the unit, including the number of learning hours

recommended for the lesson, an outline of the learning content and the Cambridge resources that

can be used to deliver the lesson

Lesson Approximate

number of learning hours

Outline of learning content Learning objectives Resources

6Ld.046So.016Ug.07

Learner’s Book Lesson 1.1Workbook Lesson 1.1

Digital Classroom:

Video – What makes us who we are?; Activity – Present perfect – talking about the past

The Background knowledge feature provides

information which helps the teacher to

familiarise themselves with the cross-curricular

and international content in the unit

Learners’ prior knowledge can be informally

assessed through the Getting started feature in the

Learner’s Book

The Teaching skills focus feature covers a teaching skill

and suggests how to implement it in the unit

BACKGROUND KNOWLEDGE

It is useful to have a good understanding of a range different literary genres (historical fiction, traditional folk and fairy tales and myths, science fiction, mystery stories, fantasy fiction, adventure stories, etc.)

TEACHING SKILLS FOCUS

The challenge with active learning is to stop yourself telling learners things that they could discover for themselves

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Reflecting the Learner’s Book, each unit consists of multiple lessons

At the start of each lesson, the Learning plan table includes the learning objectives, learning

intentions and success criteria that are covered in the lesson

It can be helpful to share learning intentions and success criteria with your learners at the start

of a lesson so that they can begin to take responsibility for their own learning

There are often common misconceptions associated with particular grammar points These are listed,

along with suggestions for identifying evidence of the misconceptions in your class and suggestions

for how to overcome them At Cambridge University Press, we have unique access to the Cambridge

Learner Corpus to help us identify common errors for key language groups

For each lesson, there is a selection of starter ideas, main teaching ideas and plenary ideas

You can pick out individual ideas and mix and match them depending on the needs of your

class The activities include suggestions for how they can be differentiated or used for assessment

Homework ideas are also provided.

Starter ideas

Have you ever felt …? (10 minutes)

• Write the adjectives from Activity 1 on the board

(happy, excited, nervous, angry, interested, scared).

• Elicit a model dialogue about one of the

adjectives For example:

A: Have you ever felt really excited?

Getting started (10 minutes)

• Look at the pictures on page 11 and answer question a Write the names of the activities/events on the board and ask learners how the activities/events make them feel

• Write the word ‘identity’ on the board Build

up suggestions about what makes up a person’s

identity; for example, what we are like, what we

are good at/enjoy doing, what makes us happy/sad, etc

LEARNING PLAN

instructions • Learners can understand, with support, details of a conversation

about emotional reactions

Learners use the present

simple/past simple instead

of the present perfect For

example:

Write sentences on the board using the present perfect and one other tense Elicit the different implications of using the two tenses For example:

Ask concept check questions For example:

• Is there a connection implied between past and present?

• Is the focus on the time or the experience?

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The Language background feature contains information

to help you present the grammar in the unit

The Cross-curricular links feature provides suggestions

for linking to other subject areas

differentiated to suit the needs of your class

thinking and other 21st-century skills into your teaching and learning

your teaching

when to use the various multimedia enhancements and interactive activities

Answers: Answers to Learner's Book exercises can be found integrated within

the lesson plans and Learner's Book and Workbook answer keys are also

available to download

Note: some texts used in the Learner’s Book and Workbook have been abridged, so please be aware

that learners may not be presented with the full version of the text

LANGUAGE BACKGROUND

Present perfect

• The present perfect tense describes events when

the time of the event is not important, or to show

a connection between the present and the past

CROSS-CURRICULAR LINKS

Geography: Here are some question examples for

a short quiz to interest learners in the subject:

• Is London an example of a town, city or county?

(city)

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Digital resources to download

This Teacher’s Resource includes a range of digital materials that you can download from

Cambridge GO (For more information about how to access and use your digital resource, please

see inside front cover.) This icon indicates material that is available from Cambridge GO

Helpful documents for planning include:

completed lesson plans are also provided

map to the Cambridge English as a Second Language curriculum framework

Each unit includes:

to support learners who don’t feel confident about the topic Worksheet B is designed for

learners who have a good general understanding of the topic Worksheet C is aimed at learners

who want a challenge Answer sheets are provided

materials that support the learning objectives of the unit

what ‘good’ looks like in order to inform their writing

covered in the unit Answers are provided Advice on using these tests formatively is given in the

Assessment for Learning section of this Teacher’s Resource

Additionally, the Teacher’s Resource includes:

working at The results of this test can inform your planning

You can use this test to check whether there are areas that you need to go over again

You can use this test to check whether there are areas that you need to go over again,

and to help inform your planning for the next year

learning objectives

Book You can use this test to check whether there are areas that you need to go over again,

and to help inform your planning for the next year

• Answers to Workbook questions

In addition, you can find more detailed information about teaching approaches

Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part

of the digital resources for the Learner’s Book and Workbook)

Video is available through the Digital Classroom

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CAMBRIDG

E GLOBAL E NGLISH 6: PROGRE

SS TEST 1

Cambridge Global English – Helen Tiliouine

There is one space for eac

h letter

in the wor

d The first letter

is already there.

Example:

0 This ve

rb means ‘think that some one is awe some’.

ad m i r e

1 This mak

es blood go round your body.

h

[1]

4 This person stops the ball going into the goal, for example

Aim: Learners revise the content of Less

on 1.2, including the use of pr

epositions to show the connection between nouns

by matching sentence halves.

Preparation time: 10 minutes

Language focus: Prepositions

before nouns

Vocabulary: Map reading voc

abulary from Lesson 1.2

Materials: One set of Map rea

ding sentenc e halves per pair

of learners Optional: A large-scale version

of world map showing longitude

and latitude lines, for leane

rs to interact with in the extension ac

tivity

Procedure:

 Distribute one set of the

sentence halves to each pair

of learners Tell them they

are going to create full sentences by putting two

sentence halves together

 Learners mix up the sentence halve

s and spread them face up on

the table Pick up random sentences and elicit whether they go togethe

r until you find a suitable pair

.

 Tell learners to work toge

ther and match the two halve

s of the sentences.

 Circulate and give support

about which combinations

are acceptable

 Extension:(Optional) Usi

ng a large-scale world ma

p, learners practise pinpointing the loc

ation of places, using words from Photoc

opiable 1, e.g. longitude/lat

itude/minutes , seconds, fro

m the

North/South Pole.

GLOBAL E NGLISH

Vocabulary 1

Read the desc riptions and complete the words

There is one space for eac

h letter

in the wor

d The first letter

is already there.

This ve

rb means ‘think that some one is awe some’.

This mak

es blood go round your body.

This verb means to go up

and down, like a ball.

This part of your body

is between your waist and your leg.

ball going into the goal, for example

in football.

This part of your body

is between your arm and your neck.

s

Learners revise the content of Le

sson 1.2, including the use of pr

epositions to show the

per pair of learnerslongitude and latitude lines,

for leaners to

Distribute one set of the sente

nce halves to each pair of le

arners Tell them they are going to c

reate

Learners mix up the sentence halve

the table Pick up random sentences CAMBRIDGE GLOBAL ENGLISH 6: UNIT 1 DIFFERENTIATED WORKSHEETS

Global English – Nicola Mabbott © Cambridge University Press 2021 1

Differentiated worksheets 1 A, B and C:

Verb patterns

Aim: To practise verb patterns.

Differentiated worksheet A is the least challenging worksheet, with the most support This is recommended for the least confident learners.

Differentiated worksheet C is the most challenging worksheet, with the least support This is recommended for the most confident learners.

Differentiated worksheet B is between Worksheets A and C.

Procedure:

 Learners can complete this worksheet at the end of Lesson 1.4.

 Each worksheet is designed to be self-explanatory.

Answers

Worksheet A

A 1 sent me (Example), 2 I told her, 3 gave, 4 to go, 5 to write, 6 us to buy B

1 invited me to his party (Example), 2 taught my sister and I to swim, 3 asked Raj to give me a pencil,

4 wanted us to go to the concert, 5 friend sent me a postcard from her holiday

C Learner’s own answers Worksheet B

A 1 sent me (Example), 2 told her, 3 gave, 4 d to go, 5 to write, 6 us to buy B

1 invited me to his party (Example), 2 taught my sister and I to swim, 3 asked Raj to give me a pencil,

4 wanted us to go to the concert, 5 friend sent me a postcard from her holiday

C Learner’s own answers Worksheet C

A 1 sent me (Example), 2 told her, 3 gave, 4 d to go, 5 to write, 6 us to buy B

1 Seamus invited me to his party (Example) 2 My dad taught my sister and I to swim 3 I asked Raj to give me a pencil 4 They wanted us to go to the concert 5 My friend sent me a postcard from her holiday.

C Learner’s own answers

A 1 sent me (Example), 2 told her, 3 gave, 4 d to go, 5 to write, 6 us to buy

(Example), 2 taught my sister and I to swim, 3 asked Raj to give me a pencil,

2 My dad taught my sister and I to swim 3 I asked Raj to

to the concert 5 My friend sent me a postcard from her

the table Pick up random sentences

and elicit whether they go togethe

r until you find a suitable pair

.

Tell learners to work together and matc

h the two halves of the sentences.

Circulate and give support

about which combinations

are acceptable scale world map, learners pr

actise pinpointing the location of

longitude/lat itude/minutes , seconds, fro

m

the table Pick up random sentences

CAMBRIDGE GLOBAL ENGLISH 6: END OF UNIT 1 TEST

Cambridge Global English – Helen Tiliouine © Cambridge University Press 2021 1

0 There’s lots of excitement / excited about the new computer game – everyone

wants to play it!

1 He was pride / proud of himself when he got to the top of the mountain. [1]

2 Learning to play a new song on the piano gives me lots of satisfied / satisfaction. [1]

5 That’s a beauty / beautiful painting! Do you know the name of the artist? [1]

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About the curriculum framework

The information in this section is based on the Cambridge Primary and Lower Secondary English as a

Second Language curriculum frameworks from 2020 You should always refer to the appropriate curriculum

framework document for the year of your learners’ examination to confirm the details and for more information

The Cambridge Primary and Lower Secondary English as a Second Language curriculum frameworks from 2020 are designed to enable young learners from an ESL background (who speak little or no English at home) to communicate effectively and with confidence in English Children are not expected to have any experience of English before they start Stage 1 The curriculum frameworks involve developing the skills to access and understand a wide range of information, media and texts It achieves this by focussing on active learning, developing critical thinking skills and intellectual engagement with a range of topics

Further to this, the curriculum frameworks aim to develop learners’ curiosity about other languages and cultures, and

to build the learners’ confidence as successful language learners, able to communicate effectively and to enjoy reading a variety of texts with confidence

The curriculum frameworks support teachers by providing an integrated approach to planning and teaching to

develop effective communication skills in English The five strands, and their respective learning objectives, work together to support the development of knowledge, skills and understanding in:

The updated curriculum frameworks do not alter any of these fundamental aspects of the original curriculum

frameworks, but there are some important changes For example, there is a new sub-strand of learning objectives within the Speaking strand, with new learning objectives to help support learners to achieve fluency and accuracy of pronunciation The curriculum frameworks are also underpinned by greater integration of metacognitive development and strategies within lessons A further focus of the updates has been to ensure learning objectives are written in a concise, clear and consistent manner, to support teachers in applying the curriculum framework to their own planning

About the assessment

Information concerning the assessment of the Cambridge Primary and Lower Secondary English as a Second

Language curriculum frameworks is available on the Cambridge Assessment International Education website:

www.cambridgeassessment.org

This set of resources has been endorsed by Cambridge Assessment International Education following a rigorous review process The endorsement means the content is suitable for supporting teaching and learning required by the curriculum frameworks

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Approaches to

teaching and learning

The following are the teaching approaches underpinning our course content and how we understand and define them

Active learning

Active learning is a teaching approach that places student learning at its centre It focuses on how

students learn, not just on what they learn We, as teachers, need to encourage learners to ‘think

hard’, rather than passively receive information Active learning encourages learners to take

responsibility for their learning and supports them in becoming independent and confident learners

in school and beyond

Assessment for Learning

Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used

to improve learners’ performance Learners become more involved in the learning process and,

from this, gain confidence in what they are expected to learn and to what standard We, as teachers,

gain insights into a learner’s level of understanding of a particular concept or topic, which helps to

inform how we support their progression

Differentiation

Differentiation is usually presented as a teaching approach where teachers think of learners as

individuals and learning as a personalised process Whilst precise definitions can vary, typically the

core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or

context, make progress towards their learning intentions It is about using different approaches and

appreciating the differences in learners to help them make progress Teachers therefore need to be

responsive, and willing and able to adapt their teaching to meet the needs of their learners

Language awareness

For many learners, English is an additional language It might be their second or perhaps their third language Depending on the school context, students might be learning all or just some of their

subjects through English

For all learners, regardless of whether they are learning through their first language or an additional language, language is a vehicle for learning It is through language that students access the learning

intentions of the lesson and communicate their ideas It is our responsibility, as teachers, to ensure

that language doesn’t present a barrier to learning

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Metacognition describes the processes involved when learners plan, monitor, evaluate and make

changes to their own learning behaviours These processes help learners to think about their

own learning more explicitly and ensure that they are able to meet a learning goal that they have

identified themselves or that we, as teachers, have set

Skills for Life

How do we prepare learners to succeed in a fast-changing world? To collaborate with people

from around the globe? To create innovation as technology increasingly takes over routine work?

To use advanced thinking skills in the face of more complex challenges? To show resilience in the

face of constant change? At Cambridge, we are responding to educators who have asked for a

way to understand how all these different approaches to life skills and competencies relate to their

teaching We have grouped these skills into six main Areas of Competency that can be incorporated

into teaching, and have examined the different stages of the learning journey and how these

competencies vary across each stage

These six key areas are:

• Creativity – finding new ways of doing things, and solutions to problems

• Collaboration – the ability to work well with others

• Communication – speaking and presenting confidently and participating effectively in meetings

• Critical thinking – evaluating what is heard or read, and linking ideas constructively

• Learning to learn – developing the skills to learn more effectively

• Social responsibilities – contributing to social groups, and being able to talk to and work with

people from other cultures

Cambridge learner and teacher attributes

This course helps develop the following Cambridge learner and teacher attributes

Confident in working with information and

ideas – their own and those of others Confident in teaching their subject and engaging each student in learning

Responsible for themselves, responsive to

and respectful of others Responsible for themselves, responsive to and respectful of others

Reflective as learners, developing their ability

to learn Reflective as learners themselves, developing their practice

Innovative and equipped for new and future

challenges Innovative and equipped for new and future challenges

Engaged intellectually and socially, ready to

make a difference Engaged intellectually, professionally and socially, ready to make a difference

Reproduced from Developing the Cambridge learner attributes with permission from

Cambridge Assessment International Education.

More information about these approaches to teaching and learning is available to download from

Cambridge GO (as part of this Teacher's Resource)

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Setting up for success

Our aim is to support better learning in the classroom with resources that allow for increased learner

autonomy while supporting teachers to facilitate student learning Through an active learning

approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking

in a variety of ways, learners will develop analysis, evaluation and problem-solving skills

Some ideas to consider to encourage an active learning environment are as follows:

• Set up seating to make group work easy

• Create classroom routines to help learners to transition between different types of activity

efficiently, e.g move from pair work to listening to the teacher to independent work

• Source mini-whiteboards, which allow you to get feedback from all learners rapidly

• Start a portfolio for each learner, keeping key pieces of work to show progress at

parent–teacher days

• Have a display area with learner work and vocab flashcards

Planning for active learning

We recommend the following approach to planning A blank Lesson Plan Template is available

to download to help with this approach

Teachers and learners need to know where they are going in order to plan a route to get there

of the lesson so that language doesn't present a barrier to learning

This should be an activity where all learners are active from the start of the lesson

support; coordinate logical and orderly transitions between activities; make sure that learning is

active and all learners are engaged ; create opportunities for discussion around key concepts

techniques and adapt activities to a wide range of abilities Address misconceptions at

appropriate points and give meaningful oral and written feedback which learners can act on

learners to reflect on what they have learnt compared to the beginning of the lesson; build on

and extend this learning

lesson or to prepare for the next lesson

To help planning using this approach, a blank Lesson plan template is available to download from

Cambridge GO (as part of this Teacher's Resource) There are also examples of completed lesson plans

For more guidance on setting up for success and planning, please explore the Professional Development

pages of our website www.cambridge.org/education/PD

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1 My world

Unit plan

Lesson Approximate

Learner’s Book Lesson 1.1Workbook Lesson 1.1

Video – What makes us who we are?; Activity – Present perfect – talking about the past

6Rd.036Uv.02

Learner’s Book Lesson 1.2Workbook Lesson 1.2 Photocopiable 1

Learner’s Book Lesson 1.3Workbook Lesson 1.3 Differentiated worksheets 1A,

6Wca.036Ug.076Rm.016Us.07

Learner’s Book Lesson 1.4Workbook Lesson 1.4 Photocopiable 2Sample answer for Unit 1

Activity – Noun or adjective?;

Slideshow – First-time experiences; grammar presentation – Verb patterns

Project B: Design an

‘Our names’ poster for your classroom

6Sc.066Sc.026Wca.036Sc.01

Learner’s Book Lesson 1.6Workbook Lesson 1.6 Photocopiable 3

End of Unit 1 test

(continued)

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BACKGROUND KNOWLEDGE

In Lesson 1.1, learners play the Connections Game

This involves them drawing pictures or writing

words that they connect with particular emotions

They then compare their ideas with a partner and

find connections – things they have in common

with the other players

Lesson 1.2 focuses on geography and finding

locations on a world map There are a number of

different criteria for distinguishing continents, mostly

resulting in five, six and seven continent models

• Five-continent models combine North and

South America and exclude Antarctica This

five-continent model is used in the United Nations

and the five-ring symbol of the Olympic games

• Six-continent models consider Eurasia as a

single continent

• The seven-continent model is now widely

accepted and commonly taught in

English-speaking countries

In this lesson, there is quite a lot of geographical vocabulary, for example the text discusses invisible

longitude and latitude lines, which are used to

pinpoint the exact location of a place, such as for navigational purposes

In Lesson 1.3, the title Inspiring people has a double meaning – people who inspire others or the act of inspiring others.

The reading in Lesson 1.5 is from A Girl Called

Owl, by Amy Wilson A Girl Called Owl was

nominated for the CILIP Carnegie medal, a children’s book award in the UK The author has

a background in journalism and studied creative writing at Bath Spa University in the UK She has

written other children’s titles, including Shadows of

Winterspell, Snowglobe and A Far Away Magic.

TEACHING SKILLS FOCUS

Differentiation

Differentiation in the class is the process of

making an activity more or less challenging for

the different skills of your learners This can help

maximise the potential of learners of different

abilities If an activity is too demanding, there is the

danger of some learners becoming de-motivated

and ‘switching off’ However, if the lesson isn’t

challenging enough, other learners may become

bored

This resource has suggestions throughout about

using differentiation with the activities in the

Learner’s Book Each unit also has one set of

worksheets and two photocopiable activities

Differentiation and the worksheets

• Each worksheet has three differentiated versions

• The ‘A’ worksheets are the least challenging They have the most support and usually the fewest activities

• The ‘C’ worksheets are the most challenging, with the least support

• The ‘B’ worksheets are between worksheets

A and C

If you set the worksheets for homework, you could set Worksheet B for most of the class and Worksheet A for learners who are struggling with the particular learning point You could set Worksheet C for learners who need to be challenged more

Lesson Approximate

Cross-unit resources

Unit 1 Audioscripts

Unit 1 End-of-unit test

Unit 1 Progress report

Unit 1 Wordlist

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Differentiation and the photocopiable activities

Unlike the worksheets, there is only one standard

version of the photocopiable activities

To get the most out of the photocopiables, you

could devise strategies, like adapting them to the

different levels of competence of your learners

Here are some ideas:

1 Adapt the content, e.g shorten/add content

2 Adapt the learning process, e.g give a model

dialogue and extra prompts/fewer prompts

3 Adapt expectations of what learners will be able

to achieve, e.g how many questions they will be

able to work through

4 Put different abilities into pairs or groups, e.g to benefit less confident speakers who can follow the lead of their partners/group members

5 Add extra tasks to challenge more confident speakers, or give less confident speakers fewer tasks or more time

Your challenge

• Look through the photocopiable activities and think about your learners’ strengths and weaknesses

• Consider other ways you can tailor the activities

to add extra support for less confident speakers

• Are there any extra tasks you could add to challenge more confident speakers?

• Listening: Understand a range of instructions.

• Speaking: Express opinions, feelings and

reactions

• Use of English: Use present perfect forms to

express recent, indefinite and unfinished past

• Vocabulary: happy, excited, nervous,

angry, interested, scared, win, bully, scratch, awesome, cool, mean, harm, pollution, starve

• Learners can understand, with support, details of a conversation about emotional reactions

• Learners can express opinions, feelings and reactions

• Learners can express feelings and reactions using the present perfect (to describe events in the recent past)

21st century skills

Emotional development: Describe what makes us feel happy, angry or excited.

Materials: Learner’s Book pages 11–13; Workbook pages 8–9 and 10–11; blank A4 sheet of paper for each learner for

Activity 7

1.1 What connects us with the people around us?

LANGUAGE BACKGROUND

Present perfect

• The present perfect tense describes events when

the time of the event is not important, or to show

a connection between the present and the past

I’ve only ever been to the seaside twice in my life

(Unspecified time – focus on the experience,

not when.)

• We use the past simple when we are referring

to a specific situation in the past, or we mention

or speak about the time the action happened

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The first time I saw the sea was on a school trip

(definite time)

When did you see the sea for the first time?

• We often use the present perfect with just, to

talk about events in the recent past

Where have you been?

I’ve (just) come back from the shop I’ve brought some bread for us to eat.

• We use the present perfect with ever and never

if we are focusing on a period of time that has

not finished (See Lesson 1.4 and Photocopiable

2 for this use of the present perfect.)

Have you ever been to Vietnam? No, never.

Common misconceptions

Learners use the present

simple/past simple instead

of the present perfect For

example:

We became have become

good friends since then.

Next Saturday, I have a

day off so I decide have

decided to go on a picnic.

Tomorrow is my birthday I

invite have invited all my

friends and family.

Write sentences on the board using the present perfect and one other tense

Elicit the different implications of using the two tenses For example:

• We became good friends after that.

• When did you go to Vietnam?

Ask concept check questions For example:

• Is there a connection implied between past and present?

• Is the focus on the time or the experience?

• Or are we more interested in

Have you ever felt …? (10 minutes)

• Write the adjectives from Activity 1 on the board

(happy, excited, nervous, angry, interested, scared).

• Elicit a model dialogue about one of the adjectives

• Discuss which questions and answers are in the past

simple and which are in the present perfect

• In pairs, learners ask and answer questions using

the other adjectives

Getting started (10 minutes)

• Look at the pictures on page 11 and answer question a Write the names of the activities/events

on the board and ask learners how the activities/events make them feel

• Write the word ‘identity’ on the board Build

up suggestions about what makes up a person’s

identity; for example, what we are like, what we are

good at/enjoy doing, what makes us happy/sad, etc

• Check learners understand the expression make

me feel.

• For question b, elicit and build up a list of ideas from learners about what makes up their identities

• Check learners understand the meaning of have

in common Have a general discussion about what

the learners think they have in common and what makes them different

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Answers

a Main image: hands holding a globe showing

planet Earth Left image: boys on a bike ride

adventure; central image: boys on a stage

performing a play; right image: a family celebration,

maybe a birthday Learners’ own answers

b Learners’ own answers Suggested answers may

include: Identity describes features, characteristics

and information that make you who you are, and

make you an individual who is unique and different

from others Factors that make up your identity

can be your name, date of birth, where you live,

your nationality, culture, race, religion, physical

appearance, likes and dislikes

c Learners’ own answers.

Digital Classroom: Use the video ‘How do they

feel?’ to explore the subject of feelings and identity

The i button will explain how to use the video

1 How do the photos make you feel?

(10 minutes)

• Emotional development: Learners work alone

and match each photo with the emotion(s) it

makes them feel Make it clear that the aim of

the activity is to compare learners’ different/

unique feelings and that there aren’t any ‘right’

or ‘wrong’ answers

• Learners compare their ideas with a partner

Differentiation ideas: For learners who need

more support with this task, create a sentence

starter worksheet or write the sentences on a

mini-whiteboard For example: My cat makes me

feel …; I’m happy when …; That makes me feel …;

What about …? This should also help give them

confidence for Activity 7

Answers

Learners’ own answers

2 Which pictures do the children talk

about? (10 minutes)

• Tell learners they are going to listen to two

children talking about the pictures Elicit

predictions about the kinds of things the boys

might say about each picture

Boy 2: Really? I love the cat but I love most

animals – they make me feel happy But the picture of the polar bear makes me feel angry It looks like a photo from a documentary I watched in class It was about how pollution causes ice to melt

in the Arctic and then polar bears can’t hunt and eat and then they starve It was horrible I get angry when pollution harms wild animals

Boy 1: Yeah, me too actually… What about

this picture? It looks like they’re playing Minecraft I love Minecraft – it’s awesome!Boy 2: I don’t play it Why is it awesome?

Boy 1: Because you can build really cool

buildings and whole new worlds!

I get excited when I make things on Minecraft You can make things that you could never make in real life

Boy 2: Hey, look at that scorpion – that’s so cool!Boy 1: Nooo… That makes me feel scared –

once my uncle got bitten by a scorpion in the desert and he had to go to hospital!

• Tell learners to focus on understanding which pictures the children are talking about and which emotions they match with each image

• If necessary, replay the audio and pause after each speaker

• Circulate and offer support while learners tell their partners whether the children’s ideas are the same or different to their own

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3 What ideas do the children have in

common? Which ones are different?

(10 minutes)

• Focus on the examples on page 12 of the

Learner’s Book and ask more confident speakers to complete the sentences

• Circulate and offer support while learners

make similar sentences with a partner about what ideas the children have in common and which are different

• Give class feedback and build up sentences on

the board for less confident speakers to refer to

Answers

In common: Both boys get angry when they look

at the polar bear photo because the ice is melting

around it, causing it problems with hunting

and eating

Different:

•The cat makes Boy 1 feel scared (because his

grandma’s cat scratches him) but makes Boy 2

feel happy because he loves most animals

•Boy 1 feels excited when he looks at the photo

of the boys playing a computer game because

it reminds him of playing Minecraft Boy 2

doesn’t know the game

•Boy 2 is interested in the scorpion photo; he

thinks it is ‘cool’ However, the photo makes

Boy 1 feel scared because his uncle once got

bitten by a scorpion and had to go to hospital

4 Listen to the children’s teacher describe

the Connections Game (5–10 minutes)

• Tell learners they are going to play a game

called the Connections Game They will need

a blank sheet of paper and a pencil to play it

Encourage predictions about what the game may involve and what its purpose could be

• Learners listen to the teacher to check their

predictions

Answers

To play the game: Divide a piece of paper into six parts Draw something or write a word that you connect with one of these emotions: happy, excited, nervous, angry, interested or scared

Purpose of the game: To find out things that connect us through our feelings and emotions

5 Listen to two students discussing their words (5–10 minutes)

• Read the sentences before listening the recording

• Learners listen to the conversation and complete their questions they hear

• If learners need extra support, listen again for two ideas the children have in common

Boy 2: Yes, I have Let’s have a look at yours …

Oh look, we’ve both drawn a football

Why have you drawn a football?

Boy 1: Because I really like watching football

with my dad I love it when we go to watch games I get really excited with the big crowds and the chanting What about you?

Boy 2: Yeah, I like watching football too, but I

prefer playing it I get nervous before a match, but I feel really happy when we win Why have you written ‘mean’?

Boy 1: Because mean people make me angry

You know, mean kids who bully other kids

Boy 2: Yeah, me too I’ve written ‘bully’ – that’s

similar to yours …

Audioscript: Track 2

See Learner’s Book page 13

the Connections game! First, you take a piece of paper and divide it into six parts Then, in each part, I

want you to draw something or write

a word that you connect with one of the emotions: happy, excited, nervous, angry, interested, scared We are going to find out what connects us

Look at my example here … I have drawn a car Why do you think I’ve drawn … [fade out]

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Answers

Completed questions and answers (in brackets):

a Have you finished yet? (Yes, he has.)

b Why have you drawn a football? (Because he

likes watching football with his dad.)

c Why have you written ‘mean’? (Because mean

people make him angry.)

Two ideas in common: both children have drawn

a football because they like watching and playing

football; both have written ‘mean’ and ‘bully’

because mean people make them angry

Digital Classroom: Use the activity ‘Present perfect

– talking about the past’ to reinforce the use of

the present perfect in questions The i button will

explain how to use the activity

Use of English – Present perfect

(5–10 minutes)

• Explain what the present perfect tense is and when

learners might use it

• Then write sentences on the board from the audio

that use the present perfect, for example:

Have you finished yet?

Yes, I have We’ve both drawn a football Why have

you drawn a football?

• Ask concept-check questions such as: What is the

focus of the sentences? Is it a) they have drawn a

football or b) the fact that it is a finished action?

• Elicit that the focus is on the fact they have drawn a

football and the time is not important.

6 Look at these words from the children’s

conversations Which words are positive

and which are negative? How do you

know? (10 minutes)

• Demonstrate the activity Focus on the first

word (win) and see if learners can remember

where it was in the conversation Elicit the

meaning of the word and whether it is positive

or negative Briefly discuss why we know it’s

a positive word (we associate positive feelings with it)

• If necessary, repeat with other words until you are satisfied that learners understand the activity

• Learners work with a partner and do the same for the other words

Differentiation ideas: If some learners need more support with this task, download the audioscript Working in small groups, show each word in context and check learners understand its meaning Then answer the questions as a group

• Give class feedback on the correct answers

Answers

Tiêu đề	Cambridge Global English
Tác giả	Nicola Mabbott, Helen Tiliouine
Người hướng dẫn	Kathryn Harper, Series Editor
Trường học	Cambridge University Press
Chuyên ngành	English as a Second Language
Thể loại	teacher’s resource
Năm xuất bản	2017
Thành phố	Cambridge

Định dạng
Số trang	241
Dung lượng	9,17 MB